FeasibilityandPlanningStudyCommittee

IowaServicesforStudentswhoareDeaf,Blind,VisuallyImpairedorHardofHearing

MINUTES

October22,2012–10a.m.to3p.m.

HeartlandAEA,Room13A,6950CorporateDrive,Johnston,Iowa

AGENDAITEM / DISCUSSION / DECISION
1.Welcomeand
introductions / Attendedby:
Coreteam:ShirleyKelley(facilitator)
ShellyBosovich,MariaCashman,PatrickClancy,MarkDraper,PollyFullbright,Bruce
Gantz(viaphone),DianaGonzalez,SusanHagarty,TracyIsaacson,KendaJochimsen,
CharlesLevine,StephanieLyons,KathyMiller,BrookNolin,TammyO’Hollearn,
LauraBelleSherman-Proehl,SandraRyan,RobertSpangler
DepartmentofManagement:DaveFardal
SupportTeam:CynthiaAngeroth,DonBoddicker,JohnCool,MarshaGunderson,Jim
Heuer,BethHirst,MegenJohnson,PamRubel,ShariSlater,GwenWoodward
Interpreters:PeggyChicoineandJeffReese
Presenters:KimLestina,AEA10teacherofthed/hh,KellyVarnum,AEA10
audiologist,AnnHestrom,orientation/mobilityspecialist,ChrisShort,teacheroftheb/vi
Reporter:DianeHeldt
2.Reminderof
groundrulesand
guidelines / Themeetingwascalledtoorderat10:02a.m.byShirleyKelly
Everyoneshouldidentifythemselvesbeforespeaking.Thegroupisadvisoryinnatureand
willmakeadvisementstotheBoardofRegents.Thisisanopportunitytodiscussandnot
judge.Wewillrespecttheworkofcommitteeworkperformedpreviously.
3.Reminderof
committeecharge / Lookateffectivenessandefficiency,bothadministrativelyandprogrammaticallyforour
studentsandoureducationalsystem.
4.Minutesfrom
Sept.24,2012
meeting(Action) / MarkDrapermovedandKendaJochimsensecondedapprovalofminutesaswritten.
Motionpassed.
5.Current
providersof
currentservicesandfutureneeds / KellyVarnum,Audiologist,AEA10
Newbornhearingscreeningshavehelpedinearlyidentificationofchildrenwithhearing
loss.Improvedtechnologymeansthereisnowenhancedtimelyaccesstoauditoryinformation.Childrenwithhearinglosstodayfunctionmuchmoreliketheirhearingpeers.NationallyrecognizedaudiologistCarolFlexerrecentlypresentedtosomeofIowa’steachersofthed/hh.Flexeremphasizedhowtoachieveliteracyandspokenoutcomes.Knowingthehistoryofearlyamplificationofstudentswouldbehelpful.Willregionalcentershaveafocustohaveauditorystimulationandbraindevelopment?VarnumisconcernedwhenstudentsgotoISD,useoftheiramplificationdropsoffanditisimportant
tokeepamplificationonstudentsallwakinghours.NotallAEAsandstaffhaveaccessto
cochlearimplant(CI)centersbecauseofgeography.HowaretherelationshipswithCIteams?
TechnologycouldbeusedmorethroughoutthestateformoreaccesstoCIinfo.Someof
hercaseloadarenotonIEPs.Ofher92caseload,40%havehearingaids,1/3haveFM
equipment,20haveIEP/IFSPs,18useateacherofthed/hh.Manyhaveunilaterallosses,puttingthematriskacademically,buttheydon’tneedspecializedstaff.Instead,theyworkwithclassroomaccommodations,technologyandclassroomconsultation.Varnumwouldliketodomorewithexpandedcorecurriculum.Sheaddressesacousticsintheclassroom;
geothermalheatingisparticularlyfrustratingintheclassroom.Varnumsaidshevaluestherelationshipwiththeteacherofthed/hh.Sheaskedthecommitteetoconsideraudiologistsonthecontinuumofservicesbecausetheyareanintegralpartofd/hheducation.
KimLestina,TeacheroftheDeaf/HardofHearing,AEA10
InAEA10therearecommunicationplansattachedtotheIEPs,whicharereviewed
annuallywithfamilies.Sheworkswithclassrooms,looksatdiscrepanciesachildwitha
hearinglossmayhavecomparedtohearingpeersandidentifiesifthediscrepancyis
academic,social,advocacyorother.Herstudentsarechanging,duetoearlydetectionofahearinglossandduetotechnology.Studentsinthepastweren’tidentifiedwithahearinglossuntilkindergartenorolderbutnowreceiveservicesat3or6months.Parentsofstudentsonhercaseloadaremoreinvolvedinknowingtheiroptions,includingknowing
wheredeafcommunitiesanddeafclubsare.Locationandfamilyphilosophycanaffectthedecisions.Childrenwhoat3or4yearsolddonotshowadiscrepancystillhaveneedswhentheytakeofftheirtechnology.SheaddresseswhatstudentsshoulddoiftheirCIisn’tworking,ifthereisbackgroundnoise.Currentlytherearenoeducationalinterpreterswithhercaseload;24yearsago,therewere8educationalinterpreters.Thisisbecausetheoptionschange.FiveofhercaseloadarecurrentlyenrolledatISD.SomefamiliesdonotwanttodiscusstheISDoptionwithher;sometimesshebringsitupyearafteryear;ISDisstillanimportantfactortohaveonthecontinuum.SomestudentshavesufficientreadingskillsandcanuseCARTintheclassroom.Somedonotneedaninterpreterbutusenotetakers.Interpreterlicensurecreatesachallenge–dotemporaryinterpretersreallyhavetheskillstoprovidelanguageaccess?Itisanaccessissue.Whenyoungerstudentsadvancethroughthegrades,theydon’tnecessarilyworkwithaninterpreterjustbecausetheyhaveinthepast.Socialopportunitiesofliving,workingandinteractingwithpeersarediscussed.TheAEAprovidesdeafdaystobringtogetherfamilieswithd/hhchildren;someparticipate,somedonot.Familieswithyoungerchildrenareeasiertoengageinthiswaybecauseolderchildrenareinschoolactivities.Evenhavingasmallnumberparticipate
providesanadvantage.IfafamilyiswillingtodiscussISD,theyarewillingtosacrificethe
traveltimeifitisbestfortheirchild.Itisastruggleforfamilieswhowanttheirchildren
includedintheirhomedistricts.Theremaybeadiscrepancyorachangeintheirchildand
theAEAmightsuggestaprogramlocated45minutesoreven20minutesawayinanother
district,butmaybeparentswantthemtostayintheirowncommunities.Thereisnota
ruralprogramtosupporttheauditory/oralprogram.SomefamiliesmovetoSt.Louisorattendout-of-stateconferencesbecausethatinformationisnotprovidedintheAEA.Eachyeartherearenew,differentgeneraledteacherstoworkwith;bylatefalltheyarecomfortablewiththeirresponsibilities,andneedthed/hhteachersupporttomovethe
studentsforwardwitheducation,socialandacademicneeds.Sometimesitdependsonteachers’willingnesstouseamplification.Theteacherswillsayastudentisdoingwell,butthestandardizedtestmaynotreflectthis.LestinasharedherexperienceofregionalcentersinAEA10.Theyhaveoftenseenthatfamiliesprefertohaveeducationinthehome
district.Theylinkedfamiliesofyoungchildrenwithoneanother,tobringacriticalmasstogether,givefamiliessupport,informationoncommunicationchoices,educationalsupportandasocialnetwork.Theyfoundnotallfamilieswilllink;mostreturnedtotheirhomedistricts.Thosefamilieshadsupportivepeersandthechildrenweredeveloping
friendshipsintheircommunities.Manyparentsdropsigningwhenamplificationwasused.Somefamilieschosetomoveauditorilyinsteadofsigning.
ShirleyKelleyaskedthecommitteetothinkaboutthemodelsandoptionsinrelationshiptotheirquestionsforthepresenters.
YousuggestedthatcertainruralareasareunderservedforCIresources.Whatotherresourcesexist?There
aregoodonlinecourses.Skypecouldbeused.Itisachallengethatcanbeovercome.Isn’tit
commonpracticetoutilizetechnologyforoutreach?Noteveryonedoes.DoIunderstandthatuseof
amplificationequipmenttendstodropoffwhenkidsgotoISD?Thatisourunderstanding,withkidswhouseCIsorFMsystems.Maybeit’saculturalreason.Asanaudiologist,myfocusisaccess.InCBwenoticedthatclassroomsystemsthatwereimplementedinalocaldistrict,ittendstogowayforthereasonsyoudiscussed.
Whatdoyoudodaytoday,andwhatwouldyouliketobedoingwithyourtime?HalfthetimeisfortestingforChildFind.Iamaservicecoordinatorforstudentswhodonothavead/hhteacherornotonanIEP.Iinserviceteachersandcheckoneducationalprogressandacoustics,andprovideteachersaboutastudent’shearingloss,checkequipment(largepart
ofjob).Iwouldliketobedoingmorewithacoustics,andhearingconservation.
ShariSlaterexplainedsomestudentsdon’tusetheiramplificationequipmentatISDbecauseofsmallclassroomsize,andhearingaidshaveimprovedsomanystudentsbenefitmorewiththemthanFMsystems.
Whatinserviceisthereforhearingpeerswhoattendclasswithd/hhmainstreamedstudents?Ihavegoneintoclassroomsanddemonstratedwhatthingssoundlikefortheirclassmate;otherstudentsdonotwantthis.Scienceclassesoftenusetheirresourceswhenstudyinghowdeafnessoccurs.Somed/hhstudentsgivepresentationstotheirhearingpeerstohelpthemunderstand(advocacy);othersdonotwanttotalkaboutit.
Howdowemeettheneedsofstudentswhomightbestbeservedwithanotheroption,whenparentchoiceissostrongtostayinthehomedistrict?Welookatourdata–wheredowewantthechildtobeandwhatisthemovementonthat?Sometimesparentsagreetogetresourcesoutsidetheschoolsday.Someparentsarewillingtoacceptdiscrepancies.
DoestheAEAhaveacentralizedfocussowe(BruceGantz,fromUofI)couldmakeourservicesmoreregionallyavailablethroughICNorsomethingelse?DoeseachAEAdothingsontheirown,oristherecentralcoordination?We’vebeendiscussingusingthestateleadershipgrouptohelpfacilitatethat.OnceayearwegettogetherwithPITSTOPtodiscussthoseissues;wehadrepsfrom
CIcompaniestohelpwithcommunication.
Regardingfamilieswantingmoreinformationonauditory/verbalservices,wouldthisbeasuggestionthatifwehaveregionalprograms,youwantustohavemoreauditory/verbalservicesthroughthestate?Yes,familiesareaskingforthatandifwecan’tofferthat,familiestraveltoobtaintheinformation.Totheircredit,theyrecognizewhatdistrictscanandcannotdo.Withregionalsites,that’saconsideration.
RegardinghowthediscrepancyisreducedwithCIs,dowehaveinfoshowinghowthatplaysoutlong-termforsuccessinemploymentandcollege?Thatwouldhelpparentsmakethesechoices.TalktoCarolFlexer.Olderfamiliesalsoprovideinformationtonewfamilies.Olderchildrencantelltheirparentswhatdidanddidnotworkwhentheywereinschool.BruceGantzstatedhehas
somedataaboutvocationalabilitiesofimplantedkidshehasfollowedovertheyears.The
childrenattaintheeducationalleveloftheirparents.
ChrisShort,TeacheroftheBlind/VisuallyImpaired
About4%ofherstudentsareBraillereaders,withwhomshespendsabout80%ofher
time.Itisagoalthat,foracademicBraillereaders,theyalreadyknowtheirBraillealphabet
bykindergartensotheycandowhattheirpeersdo.Teachersarecontinuallyteachingtheir
studentsaheadoftimesothematerialwillbefamiliartothemwhentheclasscoversit.
Thisrequiresteacherstoknowthescopeandsequenceofsubjects.Ifsightedpeershave
printedmaterialsthenb/vistudentsneedBraillematerials.Thesestudentsneedtohave
someoneattheschoolsitetoBraillethedocuments.Paraeducatorsaretaughthowtodo
thisthroughtheteachersoftheb/vi.TheBrailleneedstobewithouterrors.Ifastudent’s
visionchangesorthereisasmallerfontchangethattakesplacewhenstudentsstartanewgrade(forinstance)teachersoftheb/vispendmoretimewiththesestudents.Itisimportantfortheteachersoftheb/vitoknowwhattextbooksaschoolwillusethenextschoolyearbyJanuarytogetthemformattedinBraille.B/vistudentsareinvolleyball,
choir,bandandmanyotheractivitieswhichmakesschedulingtimetoseethemachallenge.Theyenjoyinteractingwithotherb/vistudents,comparingtechnology.Theyenjoythesummercamps.Studentsarefairlyruralandneedtotraveltolargertownstowidentheirorientationandmobilityexperiences.TheyparticipateinBraillechallenges.
AnnHegstrom,OrientationandMobilitySpecialist
O&Mstaffworktohelpstudentsbecomeawareoftheenvironmentandmotivatethemto
moveindependently,mayitbetoclass,thegrocerystore,orthebustoacollegecampus.
Academicstudentsknowtheirsmallercommunities;theyneedtoexperiencemorecomplexintersectionsandsituations.AtOrientationandMobilitycamptheyspendaweekwithotherstudentswithlowvisionandBrailleusersinDesMoines.TheyexperiencerestaurantswithBraillemenus.O&Mteachingintegratesotherclassroomlessons-howtouseadebit
card,calculatingtax,usingtechnology.Staffalwaysanticipatewhatthestudent’snextenvironmentwillbe.ChallengeforO&Mstaffisnothavingenoughtimetoworkwithstudents.Theytrynottointerrupttheacademicday,andmanyofthemareinextracurricularactivities.Itisidealtoworkwiththemduringquietertimesofthedaybutthebusiesttimeswillbetruetotheirlife.Studentshavetodealwithincreasingdistracteddrivers. O&Mstaffsometimeshavefieldtrippreviewsforstudentswhowillbegoingforanoff-sitelesson.
IfthereareacademicBraillereaders,whataretheotherBraillereaders?AcademicBraillereadersmeanthoseongradelevelorclosetogradelevel.
Whatadditionaldisabilitiesdostudentshave?Corticalimpairments,thosewhoarenon-verbal,thosewhoaren’tambulatory.Wealsohavestudentson504plans-manyIneversee,unlesssomethingchanges,likethefontsizesbecomesmallerthenextyearinschool,soanassessmentmaybeneeded.
HowisitdecidedifastudentwilllearnBraille?Canaparentrequestitifyouthinkachilddoesn’tneed
it?Howdoyouknowthevisionwon’tdeteriorateandthechildmayneedBraillelater?Theseareteam
decisions.Welookatmedicalreportsandwhetherthevisionisstable.Withyoung
students,wedon’tknowiftheywillbeBrailleorprintreaders.Wehonorparentrequestto
teachBraille.Functionalvisionassessmentsare10hoursandincludeclassroom
observation,printreadingrate,tactilereadiness.Explaintheparaprofessionalrolewiththechild.WetraintheparasalotandItelltheprincipalhowmuchIappreciatetheparas.Theschoolhiresthemandwetrainthem;theschoolhastodecideiftheycangetreleasetimetoattendtheclasses.Asthechildbecomesmoreindependent,theparaneedstobeabletolet
go.
Howmanyareonyourcaseload?Twelve.Thereare2Braillereaders,2dual,3lowvisionandtheothershavemultipleimpairments.Shehashadasmanyas5Braillereadersandupto25students.
Whatisthemaximumcaseloadanitinerantteachercanhandle?(Lestina)Dependsonamplification.Threetimesaweekforanhouristhemaximumwecanprovidewithoutlookingatmoreintensiveservices.Isee9biweekly,5weeklyandothersIseebimonthly.(Short)Thisdependsonwheretheschoolis.Itrytochaintogetherstudentsinthesamedistrictorschools.
IntheIEP,doyouhaveaconsultantinvolvedwithparentsatmeetingstohelpthemwiththeirdecisions/connectwithadeafadult?Typicallynot.Otherscanbeinvited.WeconnectparentswithdeafadultsoutsideoftheIEP.ItwouldhelpiftherewasadeafadultattheIEPsothehearingparentscanseesomeonewhohaslivedtheexperience.Whatoptionsareyouusingforinterpreters?Theyarehiredbyschooldistricts.Iftheycan’tsecureaninterpreter,theycanusecontractedservices.WehaveCART,butnotallkidscanusethisforsuccess.Mostofthetimewearenotinvolvedwithinterpreterinterviews.Aretherestudentaidsandinterpreters?Rightnowstudentsareinthemainstreamclassroomwithauditoryaccess.Theitinerantworkswiththestudentandtheinterpreter.Regardingregionalcenters,childrenwhowouldgetonthebuseverymorningforanhourortwo,itwouldbelosttime.Theredflagwouldbethecriticalmassandhavingtimeforextracurricularactivities.Whatwillhappenifkidsaregroupedandtheneedschangeacademicallyorsociallyortheywanttogobacktotheirhomedistrict?Willstudentswithmultipleneedsbewiththeotherstudents?
6.Guiding
questions#3,#4,
#5,#8 / Thecommitteedividedintogroupsanddiscussedadvantagesanddisadvantagestoguiding
questionswhichhadnotyetbeendiscussed.Thegroupsrotatedtowhiteboardsandadded
pointstoeachofthequestions.
GuidingQuestion#3-Whatwouldbetheadvantagesanddisadvantagesofcontinuingtoprovideservicesforstudentswhoaredeaf,hardofhearingorDeafblindonthecampusinCouncilBluffsandservicesforstudentswhoareblind,visuallyimpairedorDeafblindfromthecampusinVinton?
Advantages: / Disadvantages:
•Infrastructurealreadypresent(profoundknowledgeatbothschools)
•Staffalreadylivingincommunities
•Movementtoadifferentmodelcouldexposefundingdilemmas
•Statusquoallowscontinuingresidentialprogramsandnocontractstootherschools/otherstates
•Statusquoavoidspsychologicalandemotionalstressbymaintainingprograms
•OptionfordirectcommunicationwithISDmayhelpaddressinterpretershortage
•ComprehensivebeforeandafterschoolprogramoptionswithISD
•Greaterequityinservicesthroughregionalmodelforblindandvisuallyimpairedstudents
•Schoolscouldserveastrainingsitesforstudentteachers
•Communitieswouldprefertomaintainstatusquo / •Pastthreeyearsofworkwouldbedisappointingandinadequate
•Statusquodoesnotaddressidentifieddeficiencies
•Movementtoadifferentmodelcouldexposefundingdilemmas
•Qualityofbuilding/structuresarenotequitable
•Accesstodeaf/hardofhearingservicesaremoreconcentratedinCouncilBluffs—inequityinservicesacrossthestate
•Dowehaveacontinuumofservicesindeafandhardofhearing?
•Dowehaveacontinuumofservicesforblindandvisuallyimpaired?
GuidingQuestion#4–Whatwouldbetheadvantagesanddisadvantagesofprovidingservicesforstudentswhoaredeaf,blind,visuallyimpairedorDeafblindfromthecampusinVinton?
SinglecampusAdvantages: / Disadvantages:
•Geography
•Peergroup(socialaspect)
•Createconnectionswithfamily
•Expertise
•Hirestaffinsinglelocation
•Economyofscale
•ProfessionaldevelopmentImplications
•Modelprogramsandnotdistractresources(upexpectations) / •ClassesparallelIntegrated
•Accommodationsforallpopulations
•Lowincidencepopulationgeography
•No“blind”school
•Peergroup(socialAspect)
•Residentialtakesawayfromfamily
•Certifications
•Costofnewlocation
•NotrelevantbecauseteachingIAcore
•Residentialforblind
•Certificationsforteachers
•Datacollection / •Blindpopverysmallsocouldfeellessimportant
•LREimplications(CareerReady)
•Nondisabled-no interaction?
•Losehistoryandcommunity
•Parentswantprogramminglocallycanʼtforceservices
•Loseadvantagesofmainstream
GuidingQuestion#5–Whatwouldbetheadvantagesanddisadvantagesofasinglecampusbeinglocatedcentrallyinthestate?
Advantages / Disadvantages
•Continuumofservices
•Lesstravelforstudents
•ʻFedExʼmodel
•Parentswouldconsiderasoption
•BettervisibilitywithlegislatorsandBdofRegents
•Centrallocationofresources
•Easierforcentraladministration
•Statewideitinerantservicesprovided
•Staffdevelopment:morepeopletogether(moreconsistent)labtypesetting
•BVI:adultservicesareincentralIowa
•MoresocialopportunitiesforDHHstudents
•Equaltravelforstudents
•ResidentialoptionforBVIstudents
•MorecomplexopportunitiesforOM / •Alreadyhaveestablishedcampus
•Largecosttocreate
•DifferentmodelsneededforBVIDHH
•Mayresultinmoretravel
•DHH:WhataboutNebraskastudents?
•Supporttolocalschooldistricts?
•Staffwouldneedtomove(whatstaff?)
•Mightlostexistingcommunitysupport(createnew)
•Nebraskastudentswouldtravelfarther
GuidingQuestion#8–Whatwouldbetheadvantagesanddisadvantagesofcentralizingtheadministrationandcoordinationofservicesforstudentswhoaredeaf,blind,hardofhearing,visuallyimpairedorDeafblind?
Advantages / Disadvantages
•Equityofservicesandresources
•Costsavings
•StrongervoiceforlegislatorsBd.ofRegents
•Onestrongervoiceforallserviceproviders
•Broaderviewofsystem / •Concernadministratorswouldnotbeavailableoncampusortothestaffoncampusorothersites
•Mustdealwiththreedistinctlydifferentgroups
•Musthaveknowledgeofallgroups
•Mustmanagedifferentdeliverysystems
•Fewerstaffneeded(costsavings0
•Betterdatacollectedsystematically
•Usesavingsforexpandedservicestostudents
•Statewidevisionconsultants(science,math,etc)areaplus
•HRBusinessOfficemoreeasilycombinedthanregional,programmaticadministrators / •Ifwehadtoleasespace,moneywouldbetakenawayfromstudents
•Peoplelosingjobs
•Moneyneededtocross-trainpopulations(administration,supervision,acronyms)
•Lackofspecializedknowledgeandservicesforcoordinationofservices
•Willitbeacostsavings?Willthemoneybereallocatedtoservicesforstudents?(Yes,please!)
•Hardtofindlicensededucationalprogramadministratorsforallgroups.Weneedit.
•Difficulttocombineregionaleducationaladministrators
7.Costestimatesformodels/options / DonBoddicker,IESBVIDirectorofBusinessOperationsJimHeuer,ISDDirectorofBusinessOperationspresentedcostestimatestoeachofthe8models.TheyandPatrickClancyemphasizedthefiguresarea“bigpicture”estimate,setwithalargeparameterforreducedorincreasedcosts.Committeememberswerecautionedto“notgettoohunguponthedetailsofthepieces”buttousetheinformationforguidance.
Refertowebsitedocumentsforcompletenotes.
GuidingQuestion#1:Savingsof$2,444,415
GuidingQuestion#2a:ISDusedasaregionalcenter:Costof$3,863,452GuidingQuestion#2b:IBSusedasaregionalcenter:Costof$3,707,268GuidingQuestion#3:Costof$285,472
GuidingQuestion#4:Thisiscoveredinmorespecifictermsthroughquestions#6and#7.GuidingQuestion#5:Costof$18,897,954
GuidingQuestion#6:Costof$5,724,944GuidingQuestion#7:Savingsof$644,518GuidingQuestion#8:Savingsof$287,928
Thefinancialmodelsdonotincludesummercamps;therewouldstillbeextendedlearning
opportunities.ThephysicalpropertiesofIBSSSandISD,iftheyweresold,wouldbecome
assetsoftheStateofIowa,andnotbeusedtowardIBSSSorISDfuturefacilities.Eachmodelwouldrequiredifferentstaffinglevels.
8.Refinethe
focus/GuidingQuestions / Thegroupwasaskedtousethreecoloredcardstoindicatehowtheyareleaningregarding
the8guidingquestions.ShirleyKelleyemphasizedtheactivitywasnotavote,butmoreofastrawpull.Acommitteemembershowingaredcardwouldbeindicatingheorshedoesnotwishtoadvancediscussionofthatparticularmodel.Ayellowcardwouldindicateadesiretohavemoreconversationaroundthatmodel.Agreencardwouldindicateadesiretoadvancediscussionregardingthatmodel.
The8GuidingQuestions:
1.Whatmightbetheadvantagesanddisadvantagesofaregionalmodelorcenterstoservestudents?Regionalcentersmaybeinfourorfivelocationsinthestatewithinanhourdrivetoreceiveservices.
2.IfIowahadregionalcenterswhatwouldbetheadvantagesanddisadvantagesofmaintainingthecampusesatCouncilBluffsand/orVinton?Wouldtheirlocationallowforthemtobeusedasregionalcenters?
3.Whatwouldbetheadvantagesanddisadvantagesofcontinuingtoprovideservicesforstudentswhoaredeaf,hardofhearingordeafblindonthecampusinCouncilBluffsandservicesforstudentswhoareblind,visuallyimpairedordeafblindfromthecampusinVinton?
4.Whatwouldbetheadvantagesanddisadvantagesofprovidingservicesforstudentswhoaredeaf,blind,visuallyimpaired,hardofhearingordeafblindonasinglecampus?
5.Whatwouldbetheadvantagesanddisadvantagesofasinglecampusbeinglocatedcentrallyinthestate?
6.WhatwouldbetheadvantagesanddisadvantagesofasinglecampuslocatedonthecurrentIowaBrailleSchoolcampusinVinton?
7.WhatwouldbetheadvantagesanddisadvantagesofasinglecampuslocatedonthecurrentIowa
SchoolfortheDeafcampusinCouncilBluffs?
8.Whatwouldbetheadvantagesanddisadvantagesofcentralizingtheadministrationandcoordinationofservicesforstudentswhoaredeaf,blind,hardofhearing,visuallyimpairedordeafblind?
Notallmemberspresentvotedateveryopportunity.
Resultsfromstrawpoll
GreenYellowRed
1.5163(Groupwillcontinuetoexplore)
2.1580(Groupwillcontinuetoexplore)
3.867(Groupwillcontinuetoexplore)
4.2914(Isthiscoveredinquestions#6and#7?)
Afterdiscussionandconsensusthatquestion#4wasimpliedinmorespecifictermsforquestions
#6and#7,therewasa2ndstrawpollon#4.
Resultsfromthatstrawpoll:Green:0/Yellow:0/Red:26Question4wasthenremovedfromfuturediscussion.
5.0024(Removefromdiscussion)
6.0125(Removefromdiscussion)
7.5146(Continuetoexplore)
8.2420(Continuetoexplore)

Afterfurtherdiscussion,itwasdecidedQuestion#2hasfourissues,andastrawpollwastakenoneachofthefourissues. GreenYellowRed

(a)ISDasregionalprogramw/residentialprogramw/4otherregional1562

(b)IBSasregionalprogramw/residentialprogramw/4otherregional0023

(c)IBSISDasregionalprogramsw/residentialprogramw/3regional1490

(d)IBSISDasregionalwithoutaresidentialprogramw/3otherregional1

1310

9.Additionalinformationneeded

10.Nextmeetingagenda

11.Other/PublicHearing

Whatinformationisstillneededthatwouldimpactthethinkingandchargeofthecommittee?

Iwouldlikeclarificationonhowextracurricularactivitieswouldbeaffectediftherewasnotaresidentialprogram.Theseactivitiesareimportant;andwewouldlookatthatasastate,bothfordeafandblindstudents.Tellusmorehowstudentswouldbeaffected.

Weneedtoconsiderwhataffectstheoutcomes,insteadoffocusonwhetherornotwekeepabuildingorasite.Weneedtolookatprogram,outcomesandtechnologyandexpertstaffthatisoutthereforthat.

I’dliketoseeamapshowingpopulationcentersofcurrentstudents,wheretheyarelocated.Wouldtherebesignedlanguage,spokenorbothtogether?I’dlikemorespecificshowtheeducationwouldbeprovidedataregionalcenter,orwhatthiswouldlooklike.

WhatdoAEAsspendonself-containedclassrooms,orontheirdeaf/hh/b/viservices?Howmuchdowespendonmainstreameducationforthem?Isthatoutofthescopeofthiscommittee?PatrickClancynoteditwouldbeamonumentaltasktogettothesenumbersbeforetheNovembermeeting.ThenumberofpersonnelemployedbytheAEAs

forthisstudentpopulationisknownandthatprovidesasenseoftheinvestment.

Morerefinementofwhatwasdiscussedtodayanddiscussedpreviously.

Itwasagreedanextrahour,eitheratthebeginningorendofthescheduledmeeting,could

beaddedtoprovideextradiscussiontime.Dec.17willbeanextrameetingdayifitisneeded.

Remindertoexaminecommentssubmittedfromothersonthewebsites.Itisnotrequiredofcommitteemembers,butthereisanotherpublichearingtonightfrom5to7p.m.heldthroughtheICN.SitesareJohnston,Vinton,CouncilBluffs,Davenport,Dubuque,SiouxCityandSpencer.Itisappreciatedifyouareabletostay.

12.losingMeetingadjournedat2:58p.m.Futuremeetings:

Monday,November26HeartlandAEARoom13B

Monday,Dec.17(ifneeded)